Parents meeting

“Imagination and its role in a child’s life.”

Tasks:

1. Emphasize the importance of imagination, in general and aesthetic development child.

2.Help parents develop creativity in their children.

Meeting form: Training session at home school intellectual development child.

Questions for discussion:

The importance of imagination in human intellectual activity.

Imagination and creativity.

The role of imagination in the development of a child’s aesthetic culture. Meeting of parents with a music teacher, music school teachers, an art teacher and specialists working in the field of other arts.

Parent workshop.

Preparatory work To parent meeting:

1. Class hour with students “The world around me.”

One of the tasks class hour is the students' analysis of an ink blot on a piece of Whatman paper. Students are invited to see the outlines of some kind of drawing in the blot.

2. An exhibition of children’s handicrafts called “Unusual in the Ordinary.”

For crafts, children are offered various materials: driftwood, plasticine, wire, wire, tree leaves, bird feathers, etc. They must make a craft from the collected material and give it a name with an explanation.

3. Exhibition of children’s projects called “Changes”.

The children are offered various familiar objects of everyday life. They need to be shown how they can be used for other purposes. Such items for analysis can be: an umbrella, a hat, road sign, bag, heating pad, belt, glasses, knitting needles, brick, sunbeam, tram, etc. Each child must not only present his project, but also defend it, proving the usefulness of using this item in new conditions.

Questioning of children and parents.

Questioning children.

Do you like:

Watch the clouds;

Paint;

Do creative projects;

Invent during lessons according to the teacher’s instructions;

Making extraordinary things out of ordinary things;

Write poems and stories;

Design;

Fantasize and come up with something interesting;

Observe natural phenomena;

Imagine yourself in the past and future.

Parent survey.

Your child:

· dreamer;

· inventor of various games and amusements;

· writer incredible stories;

· creator and inventor of incredible things;

· experimenter and inventor.

What do you do if you think that your child is going beyond all limits in his fantasies?

How do you develop your child's powers of observation and imagination?

Do you consider these intellectual skills important in educational activities?

Progress of the meeting.

Nature has endowed every person with the ability to understand the world in which he was born: to feel and perceive the world around us– people, nature, culture, various objects and phenomena; remember, think, figure out; speak and understand other people's speech; be careful.

All these abilities develop, improve, acquire individual coloring not on their own, but in active cognitive activity child.

Child development occurs only in activity. Only through one’s own efforts can one assimilate the experience and knowledge accumulated by humanity.

The mental processes by which a person understands the world, himself and other people are called cognitive processes or cognitive abilities. These abilities include: sensation, perception, attention, memory, thinking and imagination.

Today we will talk about imagination.

Psychologists believe creativity is a criterion of human development. If a person does not know how to be a creator, it will be difficult for him in the future. professional activity, it will be difficult to interact with people.

The basis of creativity is imagination. Without imagination there is no mental activity.

Imagination is the process of creating new images and ideas by transforming previous experiences. It develops gradually, relying on speech, perception, memory, and thinking operations.

It is no secret that the imagination is built from elements taken from reality, and is directly dependent on the richness and diversity of acquired experience.

Therefore, one of the main ways to develop children's imagination is to expand the child's experience and conceptual thinking, including necessarily the emotional sphere.

If an adult whom the child trusts supports cognitive interest child, then it manifests itself in the need for new experiences, in the desire to actively try, transform, and invent.

At school, the child receives this opportunity, but it only awakens the child’s interest, and in the family this interest must be purposefully developed.

It is natural for a child to explore the world; he wants to try and touch everything. But this is not always possible and then imagination comes to the rescue. With its help, the child finds himself in such situations and tries activities such as real life may not be available. This stimulates his interest in activities, including educational ones.

Results of a survey of children.

They don’t like to do creative projects – ( majority)

They don’t like to invent things in class on the instructions of the teacher - ( majority)

They don’t like to design - ( minority)

Not all children like to watch clouds and natural phenomena. Everyone loves to draw, write, fantasize, do unusual things.

Parent survey results

To the question “How do you develop your child’s observation and ability to imagine” there were interesting answers:

We travel to other cities, relax on lakes, try to ask about everything in detail, tell what and where there might be interesting and exciting things, observe the surroundings through games, reading, conversations, developing visual memory, etc.

(Parents receive a printout with exercises to develop their children's imagination).

Games and exercises for development creative imagination

1. Unfinished figures. The task of completing the drawing of unfinished figures is one of the most popular in the study and development of imagination and creativity. Children are given a sheet depicting simple geometric shapes and lines different shapes: straight, broken, arrow-shaped, zigzag, etc. It is proposed to complement each figure or line so that meaningful images are obtained. You can finish drawing from the outside, inside the contour of the figure, you can rotate the sheet in any direction.

2. Game "Magic Blots". Before the game starts, several blots are made: a little ink or ink is poured into the middle of a sheet of paper and the sheet is folded in half. Then the sheet unfolds and the game can begin. The players take turns saying which image objects they see in the blot or in its individual parts. The one who names the most items wins.

3. Game "Fantastic hypotheses". It was invented by the world famous storyteller J. Rodari. In this game, the child must come up with different answers to the question: “What would happen if...?” For a question, you can take the first subject and predicate you come across. Let the subject be “city” and the predicate “fly”. “What would happen if the city started to fly?”

To play the game you need to prepare 10 cards: 5 with nouns and 5 with verbs. For example, on five cards there is a table, a telephone, a traffic light, a spoon, an iron; and on the rest - to fly, invent, draw, dream, make friends. The cards are stacked in two piles. One contains nouns, the other contains verbs. Before each new round of the game, the cards are shuffled.

The player must, without looking, pull out one card from each pile and connect the resulting words with the question: “What would happen if...?”

You can come up with many tasks of this type: for example, during an excursion, a walk: “Imagine that we are lost”, “Imagine that we are on reconnaissance”, “We are on desert island", "We have discovered an unknown planet."

4). “Come up with a continuation of the fairy tale.” The exercise can be done with a group of children. The adult begins to tell a new fairy tale unfamiliar to the children. It is desirable that the hero of this fairy tale be a child of the same age as the listeners. At a critical moment in the hero’s life, at the moment when something happened to him or he must make a decision, the story is interrupted and children are asked to come up with as many options as possible for what they would think or do in the hero’s place.

5).Writing fairy tales and stories. The child is asked to come up with a fairy tale or story with some given hero - a living creature (for example, a ballerina, a commander, a little fox crawling out of a hole) or an object (for example, a window, a computer or an old suitcase).

6). Writing a story by individual words . For example:

a) wind, sun, path, snow, streams, birds;

b) girl, tree, bird;

c) key, hat, boat, watchman, office, road, rain.

7). Game "What does it look like?" Several people can play this game. One is the driver. He leaves the room, and the others think of some real person, character or object. The driver must guess what exactly was intended by asking questions like: “What flower does this look like?”, “What weather does this look like?”, “What brand of car does this look like?” etc.

8). Game "Nonsense" also consists of teaching children to understand and interpret absurdities and invent them independently.

9). Game "Unusual Use". Children are asked to imagine as many ways as possible of using a known object (for example, a large plastic bottle from under water or rope).

10). Exercise "Musical Instruments". Look at the things lying on your desk or in your briefcase and decide which of them can be used as musical instruments, and play them.

11). Exercise "Crafts". Make crafts using the same object in different functions (for example, a walnut shell as a boat, a hat, a turtle shell, etc.)

12). Game "Drawing in several hands." All participants are asked to come up with an object and not talk about what they have invented. Then, on a piece of paper, the first member of the group depicts a separate element of the intended image. The second, necessarily starting from the existing element, continues the drawing, using the work of a friend to embody his plan. The third does the same, and so on. The end result most often represents something abstract, since none of the forms is complete, but all smoothly flow into each other.

13). A group of games using drawings. Tasks: guessing an object by its parts (“Guess what kind of animal?”), by contour (“Whose shadow is this?”), searching for signs of similarity and difference, finding “hidden” objects in a maze of lines.

The exercises are read and explained.

Questions and suggestions from parents.

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- This is the development of imagination. Because imagination is the key to the engine of comedy, which without an uncontrollable imagination simply cannot turn.

To write comically, you must think comically. Judge for yourself, because in these short video stories, comedians don’t really use any techniques or schemes for creating something funny, they just fantasize!

Are you sure? Without imagination, creating something funny is impossible. So let's give you a couple of exercises to develop your imagination. They are all effective, but try them all on and choose the one that suits you best personally.

Exercises: How to develop your imagination

Exercise No. 1. Rorschach test

You take any object and come up with what else it can be!

Maybe it's also a candlestick? No, too practical. Don't be practical with practicality, use your imagination and use exaggeration in your fantasy. Then the imagination will develop.

Perhaps this is a refuge for gobies? Tobacco cemetery? A waiter's device for calming rowdy customers from a distance. Come up with at least 10 of your own options. Strong development is underway after the 8th option, when the brain creaks.

Exercise No. 2What if?

Train your imagination by constantly asking the question: “What if?”

1. What if mother's milk were declared lethal? Where would you put a warning sign?
2. What if you saw fried McNuggets wings on a chicken running down the street?
3. What if letters from pasta in soups constantly formed words?

Don't worry if your ideas seem stupid and unfunny. The exercise will get your imagination going. Fantasy will help you reconnect various elements into new, sometimes unexpected, connections that will pleasantly surprise the audience, and surprise generates laughter in people.

Exercise No. 3. Nwhat else does it look like?

This is my favorite exercise for developing imagination. Moreover, the author of this exercise, Jean Peret, who writes jokes for many American shows, considers it key in developing a sense of humor. And I probably agree with him.

How does it work? You take any picture and find a new, not obvious meaning in it.

• Those who don’t believe in God will see Him now!
• New in uniform for snipers...
• A device for exorcising demons. Power - 100 demons per minute.
• D Father Evlampius did not see any other way to take the place of the Pope

The idea, I think, is clear.

The first few options are easy, then there is a stupor. And here it is important to strain, because by the end of the seventh option it will seem that everything is done. But here, on the eighth, what we need turns on and you will begin to notice what you did not notice before. You will have a second wind, so to speak, and the real development of your sense of humor and imagination will begin.

This is a great exercise! And the whole point is to start seeing what you didn't notice at the beginning. And if you stop at option 5-7, the effect will be weak.

This is, in fact, the main central exercise in developing imagination and a sense of humor, because here you learn to see the commonality in different phenomena. But most humor is created by comparing something familiar with something unexpected.

Exercise No. 4. Voice over video

This is similar to the previous exercise, but has a few more benefits. It is aimed not only at developing the imagination of an adult, but also, in general, at resourcefulness and the ability to think quickly and get involved in a situation.

The task is simple: you need to dub a TV or video on a computer.

The point of the exercise is that you watch something happen on video without sound and think, what else does this look like or are you just talking nonsense(and this will be correct).

There are many examples in this video:

Don't try! So that at the very first stage it would be similar to the best examples from KVN voice acting. After all, a team of professional authors worked on them for a long time and it’s unlikely that now, in real time, you could do something similar.

I turned on the video and immediately, in a moment, you post everything that comes to mind (even if you don’t like how it turns out or you think you’re talking nonsense). It is important to do the exercise to develop your imagination and sense of humor in your hearing.

Exercise No. 5. Worst in the world

For this exercise, take the professions of people who are related to service. That is, who in life should try to do their job as well as possible, satisfying customer requests. And think about the phrases that the worst of them could say.

For example, the worst hairdresser in the world. What phrases can he say?

The exercise is simple, but it can be difficult to do at first. It is important that these are not just phrases about this character. And this should be direct speech on behalf of this person.
That is, instead of “The worst hairdresser in the world uses only a lighter”, it is better to say this:

Sit down comfortably, by the way, I want to warn you that we have self-service. Here's a lighter and burn cream. And continue like that.

We'll end here, because these exercises are more than enough for you to fire up your imagination and develop your skills! Come on, train and come to our training, where we can do wonders with your imagination.

Unlike other processes, imagination develops most intensively, approximately in the period from four to ten years. If you do not make special efforts to form the imagination, then in the future this process turns into a passive form (dreaming). A simple example: ask a six-year-old child to compose a fairy tale or come up with a new plot for a game; most children will cope with this without much difficulty. This same task will pose a significant difficulty for an ordinary adult. However, without imagination no creative activity. All brilliant and talented people who left extraordinary achievements for humanity were distinguished by their highly active imagination. So, developing imagination means powerful creative potential in the future.

Most of the child's play activity occurs with intense imagination. Imagination underlies the formation of personality, creativity, and educational success of children.

Developing imagination and creativity is not difficult; all exercises to develop imagination are enjoyable for young children, teenagers, and even their parents. Moreover, adults need to take into account the peculiarities of the development of imagination and its psychology. They are such that creative activity is always associated with real experience and accumulated knowledge. And fantasy affects human emotions. Therefore, the richer personal experience and erudition, the richer a person’s creative activity. And if he dreams of something pleasant and tempting, then he is inspired by his fantasies, but by imagining something scary, he can get real fears. Therefore, it is always necessary to create suitable conditions for activities to develop imagination. It's not difficult - the main thing is to make them interesting and fun. After all, this is a game during which children perform exercises and do not notice that they are busy with serious business - developing their imagination.

American psychologist J. Smith has published a book on creative parenting. This book is interesting because it especially clearly expresses the typical approach to learning that exists among most foreign authors. J. Smith considers the creation of certain conditions conducive to creativity to be the main thing in teaching creativity. creative development children. He identifies four groups of such conditions:

Firstly, these are physical conditions, that is, the availability of materials for creativity and the opportunity to act with them at any moment;

Secondly, these are socio-emotional conditions, that is, adults creating a sense of external security in a child when he knows that his creative manifestations will not receive a negative assessment from adults;

Thirdly, this psychological conditions, the essence of which is that the child develops a sense of internal security, relaxedness and freedom due to the support of adults for his creative endeavors.

And finally, fourthly, the intellectual conditions that are created by solving creative problems.

The role of an adult, according to J. Smith, is that he must create all groups of conditions for the child.

Games and exercises to develop creative imagination for children preschool age.

1. Exercise “What our palms look like”

Goal: development of imagination and attention.

Invite children to trace their own palm (or two) with paints or pencils and come up with, fantasize, “What could this be?” (tree, birds, butterfly, etc.). Offer to create a drawing based on the circled palms.

2.Game - exercise “Three colors”.

Goal: development of artistic perception and imagination.

Invite the children to take three colors that, in their opinion, are most suitable for each other, and fill the entire sheet with them in any way. What does the drawing look like?

3. Exercise “Magic Blots”.

Suggest that you drop any paint onto the middle of the sheet and fold the sheet in half. The result was various blots; children need to see in their blot what it looks like or who it resembles.

4. Exercise “Magic thread”.

Goal: development of creative imagination; learn to find similarities between images of unclear outlines and real images and objects.

In the presence of children, dip a thread 30-40 cm long in ink and place it on a sheet of paper, curling it randomly. Place another sheet on top of the thread and press it to the bottom one. Pull out the thread while holding the sheets. A trace of the thread will remain on the paper; children are asked to identify and name the resulting image.

5. Game - “Unfinished Drawing”.

Children are given sheets with images of unfinished objects. You are invited to complete the drawing of the object and talk about your drawing.

6. Exercise “Wizards”.

Without a preliminary conversation, invite the children to use pencils to transform two completely identical figures depicted on the sheet into an evil and a good wizard. Next, ask them to figure out what bad the “evil” wizard did and how the “good” one defeated him.

7. Exercise “Dance”.

Goal: development of emotionality and creative imagination.

Invite children to come up with their own image and dance it to certain music. The rest of the children must guess what image is intended.

Options - the image is given, all children dance at the same time (“blooming flower”, “affectionate cat”, “snowfall”, “cheerful monkey”, etc.).

Complication - to convey feelings in dance (“joy”, “fear”, “surprise”, etc.)

8. Exercise “What the music told you about.”

Goal: development of creative imagination.

Classical music is playing. Children are asked to close their eyes and imagine what the music is saying, and then draw their ideas and talk about them.

9. Game “What is this?”

Goal: to teach children to create new images in their imagination based on the perception of substitute objects.

Circles of different colors and strips of different lengths are used. Children stand in a circle. The teacher shows one of the colored circles, puts it in the center and asks them to tell what it looks like. Answers should not repeat each other.

10. Game “Pebbles on the Shore”.

Goal: to learn to create new images based on the perception of schematic images.

A large painting depicting a seashore is used. 7-10 pebbles of different shapes are drawn. Each pebble must resemble some object, animal, or person.

The teacher says: “A wizard walked along this shore and turned everything that was in his way into pebbles. You have to guess what was on the shore, say about each pebble, who or what it looks like.” It is desirable that several pebbles have almost the same contour. Next, invite the children to come up with a story about their pebble: how did it end up on the shore? What happened to him? Etc.

11. Exercise “Magic mosaic”.

Goal: to teach children to create objects in their imagination, based on a schematic representation of the details of these objects.

Sets of geometric shapes cut out of thick cardboard (the same for each child) are used: several circles, squares, triangles, rectangles of different sizes.

An adult hands out sets and says that this is a magical mosaic from which you can put together a lot of interesting things. To do this, you need to attach different figures, as you wish, to each other so that you get some kind of image. Offer a competition: who can put together the most of their mosaics? various items and come up with some story about one or more objects.

12. Game “Let's help the artist.”

Goal: to teach children to imagine objects based on the scheme given to them.

Material: a large sheet of paper attached to a board with a diagram of a person drawn on it. Colored pencils or paints.

An adult says that one artist did not have time to finish the picture and asked the guys to help him finish the picture. Together with the teacher, the children discuss what and what color is best to draw. The most interesting proposals are embodied in the picture. Gradually, the diagram is completed, turning into a drawing.

Then invite the children to come up with a story about the drawn person.

13. Game “Magic Pictures”.

Goal: to teach to imagine objects and situations based on schematic images of individual parts of objects.

The children are given cards. On each card there is a schematic representation of some details of objects and geometric shapes. Each image is located on the card so that there is free space for finishing the picture. Children use colored pencils.

Children can turn each figure depicted on the card into the picture they want. To do this, you need to draw whatever you want to the figure. After finishing painting, children write stories based on their paintings.

14. Game “Wonderful transformations”.

Goal: to teach children to create objects and situations in their imagination based on visual models.

An adult gives children pictures with images of substitute objects, each with three stripes of different lengths and three circles of different colors. Children are invited to look at the pictures, come up with what they mean, and draw the corresponding picture (several are possible) on their sheet of paper with colored pencils. The teacher analyzes the completed drawings together with the children: notes their correspondence to the depicted substitute objects (in shape, color, size, quantity), the originality of the content and composition.

15. Game “Wonderful Forest”.

Goal: to teach how to create situations in your imagination based on their schematic representation.

Children are given identical sheets of paper, several trees are drawn on them, and unfinished, unformed images are located in different places. The teacher suggests drawing a forest full of miracles with colored pencils and telling a fairy tale about it. Unfinished images can be turned into real or imaginary objects.

For the assignment, you can use material on other topics: “Wonderful Sea”, “Wonderful Glade”, “Wonderful Park” and others.

16. Game "Changes".

Goal: to learn to create images of objects in the imagination based on the perception of schematic images of individual parts of these objects.

Children are given sets of 4 identical cards, with abstract schematic images on the cards. Assignment for children: each card can be turned into any picture. Stick the card on a piece of paper and draw whatever you want with colored pencils to create a picture. Then take another card, stick it on the next sheet, draw again, but on the other side of the card, that is, turn the figure into another picture. You can turn the card and sheet of paper over as you want while drawing! Thus, you can turn a card with the same figure into different pictures. The game lasts until all the children finish drawing the figures. Then the children talk about their drawings.

17. Game “Different Tales”.

Goal: to teach children to imagine various situations using a visual model as a plan.

The teacher builds any sequence of images on the demonstration board (two standing men, two running men, three trees, a house, a bear, a fox, a princess, etc.) Children are asked to come up with a fairy tale based on the pictures, observing their sequence.

You can use various options: the child independently composes the entire fairy tale; the next child should not repeat its plot. If this is difficult for children, you can compose a fairy tale for everyone at the same time: the first one starts, the next one continues. Next, the images are swapped and a new fairy tale is composed.

18. Exercise “Come up with your own ending to the fairy tale.”

Goal: development of creative imagination.

Invite children to change and create their own ending to familiar fairy tales.

“The bun did not sit on the fox’s tongue, but rolled further and met...”

“The wolf didn’t manage to eat the kids because...”, etc.

19. Game “Good-Bad” or “Chain of Contradictions”.

Goal: development of creative imagination by searching for contradictions.

The teacher begins - “A” is good because “B”. The child continues - “B” is bad because “B”. The next one says - “B” is good because “G”, etc.

Example: walking is good because the sun is shining. The sun is shining - it's bad because it's hot. Hot is good, because it's summer, etc.

20. Exercise “Fairy tale - story”.

Goal: development of creative imagination, the ability to distinguish reality from fantasy.

After reading a fairy tale, children, with the help of a teacher, separate in it what can really happen from what is fantastic. It turns out two stories. One is completely fantastic, the other is completely real.

Similar games and exercises can be created infinite set, everything depends only on the creative imagination of adults who have set themselves the goal of helping every child grow into a creatively gifted, innovatively thinking, successful person.

We present to your attention the author's methodological development- a set of psychological games and exercises that can exist independently. It is recommended for teachers additional education and may be useful in working with both children aged 8-14 years and adults in small teaching teams. After all, psychological games and thematic tasks are an integral part of the creative process: their essence is designed to “nourish” the creative mind, filling it with new ideas; unite the group (team) members; help you discover something special about yourself and others.

The interesting thing is that this complex is mobile - you can use the game and 1-2 tasks and complete it like this thematic lesson with children, you can give children 1 task at the beginning of each lesson in the studio (class), you can offer 1-2 tasks to be completed by teachers during the art council.

The proposed option of conducting 1-2 tasks in almost every lesson was tested in the “Fantasy” art studio, of which I am the director.

"Creativity means digging deeper,

look better, correct mistakes,

talk to the cat, dive into the depths,

pass through walls, light up the sun,

build a castle on the sand, welcome the future."

Paul Torrens

1. Task“Ask and Guess” is one of the clearest models of creative thinking, aimed at identifying curiosity, sensitivity to the new and unknown, and the ability to make probabilistic forecasts.

Instructions:

The presenter asks questions about a picture depicting some kind of life situation; participants need to offer their version of what preceded this situation (its causes) and what will happen in the future (consequences).

curiosity is expressed in the number and quality of questions, reflecting the subject’s ability to go beyond the situation depicted in the picture, and putting forward hypotheses about the causes and consequences of events models scientific creativity.

Materials: pictures depicting situations from life

2. Task“Toy improvement” is one of the most complex and revealing observations. It arouses great interest among children and has high degree validity.

Instructions:

participants are asked to name various ways to change the proposed toy (10 minutes to complete)

curiosity is expressed in the quantity and quality of changes reflecting the participant’s ability to think non-conformally

Materials: drawing of an inflatable toy elephant, any children's toy

3. Task"Unusual use" - modification widely famous test Guildford.

Instructions:

Participants need to come up with as many new uses for cardboard boxes as possible (10 minutes)

In this task, it can be difficult for subjects to overcome rigidity - to get away from trivial answers. Rigidity is manifested in the fact that the subject is fixed on only one method of action, for example, he suggests using boxes only in their usual function: as containers in which objects can be placed.

Materials: cardboard box

4. Task"Incredible situations."

Instructions:

The presenter describes some incredible situation and the participants are asked to imagine possible ways out of it. For example, “you wake up and it turns out that you are on the moon”, “you have become the size of an ant”, etc.

although this task is one of the most impressive, many children and adults find it impossible to complete, since it requires a “mass” of imagination and fantasy, but you definitely need to try - and repeatedly, which will give self-confidence to the same participants (in this case, it is advisable to diversify the situations)

Materials: invented incredible situations

5. Task"Draw your name."

Instructions:

participants are offered through various artistic techniques and accessories put your name on paper

Here it is interesting to observe how quickly, or vice versa, how slowly a child (adult) will react to the unusual request - not to write, but to draw his name. High level the author's creativity will be expressed in an unusual way of creating a composition of letters, in figurative associations of letters with something or someone, stylization of the composition; in the use of some of your own, and not those suggested by the presenter, materials and decorative and artistic means

Materials: sheet of paper, colored pencils, paints, brushes, etc.

6. Game "Associations".

IMPORTANT! You can start playing the game only when the group has existed for some time in a constant number and the students have managed to get to know each other.

Before starting the game, it is necessary to explain the meaning of the concept of “association” and give examples that are understandable to the participants, taking into account their age characteristics and type of activity.

The teacher explains the rules of the game: “Guys, you and I have already managed to get to know each other and can talk about certain qualities of each of us, we can describe the character traits of our classmates. Now one of you will optionally be the leader, he will close his eyes and ears (you can go out the door), and you and I will silently choose one of us whom he will have to guess (the number of attempts depends on the number of participants in the game). The presenter will ask questions that generally sound like this - “If this person were..., then what would he be like?” He names an object, thing, any creature of an animal or flora, and you and I must answer him by making associations (comparing) the person we have conceived with this animal or plant, or household item. When answering, there is no need to list the names of objects or animals, etc., by naming him, you need to describe his characteristic features that are similar to the mystery person. Let's just try it. I will help if it is unclear."

ATTENTION! The game won't start right away. It is necessary to carry out the game periodically after some time (perhaps a month), alternating it with other exercises. At first it is difficult for children to draw analogies between a person and, for example, an animal, and even more so with a household item (cabinet, pan, etc.), but this is the whole essence of the game. And when children understand the meaning of the game, and most importantly, the meaning of associations, they will be able to apply this concept in life - they will be able to compare and contrast similar images and describe them verbally and in creative works.

Development of imagination- a consciously chosen process during which a person pursues the goal of improving his imagination, namely making it brighter, deeper and more special.

What is imagination? Imagination is the ability for the unexpected or intended appearance of any images, ideas, and so on in the mind and thoughts.

What arises in thoughts during an imagination may differ from reality. Imagination– a world separate from reality; thoughts, ideas and objects that do not exist in nature can appear in the imagination. It is imagination that helps in the mind to solve problems that require a visual representation.

For example, how to insert a battery into a watch, mouse, calculator, how to close the lid of a saucepan, how to tighten a nut onto a bolt. These are all too simple and obvious examples. How about playing checkers or chess in your head, or assembling a clock mechanism from gears or a house from a construction set. There are many more examples of the use of imagination.

Imagination is divided into four types, each of which differs significantly from the others:

1. Active imagination- person by at will draws, builds images in his head.
2. Passive imagination- These are images that arise unexpectedly, regardless of a person’s desire.
3. Productive imagination is the imagination in which reality is transformed creatively.
4. Reproductive imagination is the imagination that restores reality as it is. There is a place for fantasy here, but memory and perception work more.

Development of creative imagination

Creative imagination is a type of imagination that is responsible for creating new thoughts, ideas, plots, objects that will be of value. This is how products of creative activity are created.

Creative imagination is the basis of professions related to art. For example:

Writers. Where would we be without creative imagination? Do you want to write beautiful, big, interesting books with a great plot? Or maybe you need to support it? Then you should start developing your creative imagination.

Artists. If you do not paint pictures of nature, people, still lifes, but create them yourself, from your own head, then you will also need to develop your creative imagination. Then you will have a lot of ideas, a lot of different options for painting a certain moment of the picture.

Musicians. They, like no one else, need creativity in their work, because composing good music is not easy, it is a decent load on the imagination, and not just imagination, but creative one.

Development of imagination in children

By about 5 years old, children have a good amount of experience, which provides an opportunity for the development of creativity and imagination. Children do not need tips from older people, because now the child himself is able to invent games, come up with heroes and even imaginary friends. Parents should not panic about the latter, because this is a common occurrence in young children. After a while, everything will disappear without leaving a trace.

The main thing is to pay more attention to the child, he needs it vitally. He learns, develops, absorbs everything like a sponge.

And if it suddenly turns out that your child has gone too far into such “reality,” then you need to work with him more, talk, communicate. As a last resort, involve a specialist in this matter who will help cope with the problem and bring the child out of a non-existent reality.

The development of imagination in young children occurs during games. The child creates within himself the logic of the characters’ actions. So remember DO NOT interrupt your child let him finish his game or help him come to completion, do not violate the logic of imagination.

If a child runs up with a stick and asks to look at his “horse,” then there is no need to explain to him that it is just a stick. A child is not a fool and understands this himself, it’s just that his imagination is actively working and developing. You need to support him by saying something like: “Yes, you have a great horse! Look how beautiful and curly her mane is!”

This approach will only speed up the process of developing the child’s imagination. You don’t need to do anything special, you just need to set the direction by saying something abstract, for example: “What a beautiful mane!” And ask the child to describe the horse’s mane.

Development of a child's creative imagination

Childhood is the age of acquaintance with literature, books, films, music. It is important that the child reads bright and colorful books, with an interesting plot and interesting characters. I watched good and smart films and cartoons. Thanks to books, a child will be able to move into the world of fantasy, imagination, and find himself in a fairy-tale world. Books are a great helper for developing a child’s creative imagination. What the film shows, the child, like any other person, creates in his imagination.

You can practice with your child to develop creative imagination. Give your child heroes he knows about.

Ask him to answer the following questions:

1. What is the essence of each of the heroes?
2. What are their character traits?
3. what are the strengths?
4. what good are they doing?
5. What is missing in the character and in general in each of the heroes?

And ask him to come up with a story with these characters. If it’s difficult, push it, start the story for your child.

Exercises to develop a child's imagination

Exercise 1. Invite your child to trace his hands on paper with paint or a pencil. This will be the basis for their subsequent drawing. Let the child dream up and draw something. For example, a tree (forest) or a butterfly or flowers, an animal...

Exercise 2. Give your child a choice of 3 colors that, in his opinion, are most suitable for each other. And let him sketch the entire sheet. What does this drawing resemble?

Exercise 3. Ask your child to drop paint in the middle of the sheet. Then have the sheet folded in half. After unfolding, various blots will remain on the sheet. Let the child use his imagination and say what each of them looks like, what it reminds of.

Exercise 4. Give your child sheets with unfinished images and ask them to complete them.

The child’s imagination will play a big role; perhaps, instead of the expected answer, he will depict something unusual and suitable for the initial unfinished drawing.

This will be the result of his perfectly working imagination. It happens that a child needs help, so don’t be upset if it doesn’t work out right away. This is normal and means that you need to work with your child so that he can train himself, because he will have a ton of complex and interesting tasks ahead (mathematics, physics, geometry, life situations and so on.), solving which will require the use of imagination!

Development of imagination in preschool children

The development of preschool children is divided into three stages.

Stage 1- a huge amount of fiction and fantasy. Since during this period the basis is laid for the correct and complete development of the ability of imagination and representation. The stage lasts up to three years.

Stage 2– joint work of fantasies with practice. The child is just learning to build a chain of actions, logic, in order to achieve a result during any task. The stage lasts up to five years.

Stage 3– the child’s activity includes the ability to imagine, fantasize and create. Fantasies become more active and practically applicable.

Exercises to develop imagination in preschoolers

Exercise 1. Ask your child to close his eyes and play classical music. Ask what the child imagined while listening to this music. In addition to classical music, you can use modern music; the more variety, the better.

Exercise 2. This exercise is performed with several children. Play some music with or without words. Ask your child to dance to the music of something or someone. And the other children, watching the dance, must guess what the first child is trying to convey. This exercise develops the imagination of all children.

Exercise 3. This exercise is great for developing creative thinking:

The game leader (an adult) tells the children: “going outside is good, because you can take a walk,” and the children’s goal is to continue the chain, for example: “going outside is good, because it’s good to take a walk.” It’s good to take a walk because it’s useful. It’s good to go for a walk because the weather outside is beautiful. Fine weather is good because the sun is shining. The sun is shining - it’s good because it’s clear. Clear - because there is no rain. There’s no rain because it’s warm.”

Games to develop imagination

Online games are not only easily accessible but also very useful. There is no need to prepare anything in advance, the main thing is that the child rests for about 20-30 minutes every 15-20 minutes, because during these very breaks new neural connections are built in the brain and the better they are built, the greater the progress will be!

It's like an athlete after good exercise or a race, you need to rest so that your muscles regain strength.

Complex sorting game

The game “complex sorting” is an excellent training for intelligence and attention. In the center of the screen there is a figure with its own color, and around there are 4 different figures, painted in four different colors. It is written how you need to compare the figure given in the center with those around: by color or shape. You need to think in time and not get lost. The game is against the clock, so hurry up to score the most points.

Game "Letters and numbers"

1. Trains concentration
2. Improves reaction speed
3. Develops logic and intelligence

Immediately after the start, one of the four windows will show one letter and one number, for example, “U6”. And under the letter with the number a question will appear, for example, “Is the number odd?” or “Is the letter a consonant?” You need to answer questions as quickly as possible.

Color matrix game

Also an excellent trainer for development of intelligence will become a “color matrix” game. A field of cells will open in front of you, each of which will be painted in one of two colors. And your goal will be to indicate which color is more on the field at the moment, 1st or 2nd. The game, of course, is for a while and therefore you have to try. As the game progresses, the field will expand, that is. the game becomes more difficult.

Game "Simplification"

The game “Simplification” is a wonderful simulator, not only oral counting, but also intelligence. You will come across examples both simple and complex. But not everything is so complicated in reality, you just need to figure out how to simplify, calculate or find the answer from the ones proposed. To do this, you will have to use your intelligence!

Visual search

1. Develops voluntary attention
2. Improves concentration
3. Improves attention span

Figures will appear on the screen, among which you need to choose a unique one that is in no way similar to other figures. Some figures may differ in just one small detail, which you need to learn to quickly find. With each successful round the difficulty increases and more points are given :)

Game "Flank task"

The picture shows a flock of birds, and you will be required to indicate the direction of flight central birds. At first you may be confused, but then it will get better. Let's go!

Game "Super Memory"

1. Trains visual memory
2. Increases memory capacity
3. Improves memory accuracy

With each move, one new picture appears on the screen. You need to quickly find it and click on it to score as many points as possible in 1.5 minutes. The first 5-7 moves are very easy, and then it becomes noticeably more interesting and difficult.

Tools for developing imagination

Life experience- this is the main means of developing imagination. Communicate with different people, take part in all sorts of competitions, events, find your hobby, but don’t limit yourself to just one!

Reading– one of the best means development of imagination. Reading opens up a world of imagination and interesting stories. The cooler the plot, the more exciting the book, the more vivid the descriptions - the better for your thinking and imagination. And before we even had time to read to the end, you can imagine what will happen next. And then you compare as you read how well the future events in the work were presented. If you make a mistake, it’s not bad, because it’s almost impossible to guess the plot completely, but the experience that you get when imagining is priceless.

Fantasy – best genre, to develop imagination and creativity. Because science fiction is a brighter genre than others.

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Development of thinking and imagination

Thinking and imagination are closely related to each other. Imagination can be considered thinking, only this thinking is higher than reality, it takes you to another world, the world of fantasy. Thinking is a tool that every person has when solving various problems in life.

Thinking can be developed, its speed, depth, freedom, awareness can be changed. Also, thinking can become more accurate, detailed and positive.

How to develop thinking?

Take notes and drawings. Get into the habit of expressing your thoughts in writing or drawings. Some people, when explaining or telling something, not only speak, but also draw, that is, they give you a picture and clarify the situation.

Tell me your thoughts. It will be useful to express your thoughts to others who will be really interested in it. By telling this to someone you can get feedback. Another plus is that the more you tell your thoughts, the more clear they will be for you (if there were any points that were not clear).

Discuss. Discussing thoughts is quite an effective thing. The main thing is that the discussion does not turn into a quarrel. If you suddenly do not agree with the thesis of your interlocutor, then make up your own, but do not start a heated argument, but have a calm conversation.

Watch your speech. Thinking and speech are closely related to each other. Therefore, in order to contribute to the development of thinking, it is worth constructing your speech correctly. Advice: exclude the words “problems”, “horror”, “difficult”, include “interesting”, “goal”.

Why are speech and thinking closely related? Thinking is fleeting and difficult to remember, but speech is a different story. Speech is remembered and easier to follow.

Want to improve your thinking? Pay attention to your speech.

Pay attention to other people's speech. It’s easier to monitor someone else’s speech than your own. Because someone else’s speech is something new and all the shortcomings and failures in logic can be heard in it. Studying the mistakes of other people's speech will help you find mistakes in your own speech.

Improve your skills in working with texts. Analyzing a text can be compared to listening to someone else's speech. In both cases, you look for mistakes, roughness and take notes. Improved thinking depends on word processing skills.

Courses for the development of intelligence

In addition to games, we have interesting courses that will perfectly pump up your brain and improve your intelligence, memory, thinking, and concentration:

Development of memory and attention in a child 5-10 years old

The purpose of the course: to develop the child’s memory and attention so that it is easier for him to study at school, so that he can remember better.

After completing the course, the child will be able to:

1. 2-5 times better to remember texts, faces, numbers, words
2. Learn to remember for a longer period of time
3. The speed of recalling the necessary information will increase

Super memory in 30 days

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Within 30 days after subscribing you will receive interesting exercises and educational games to your email, which you can use in your life.

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Speed ​​reading in 30 days

Would you like to quickly read books, articles, newsletters, etc. that interest you? If your answer is “yes,” then our course will help you develop speed reading and synchronize both hemispheres of the brain.

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Bottom line

In this article we learned what imagination is, how to develop it for adults and children, what exercises to use, and so on. And also how imagination can be used for practical purposes.